High-quality Practice Research Articles

Systematic Literature Review: Inconsistencies and Developments in Ownership Structure and Board Characteristics in Sustainability Reporting

This study employs a Systematic Literature Review (SLR) method to analyze inconsistencies and developments in ownership structure and board characteristics concerning sustainability reporting. Sustainability reporting has emerged as a pivotal tool for corporations to showcase their economic, social, and environmental responsibilities. However, significant discrepancies exist in the relationship between ownership structures, board attributes, and the quality of sustainability disclosures globally. Drawing upon 37 relevant articles published between 2015 and 2024, this research identifies critical trends and gaps. Ownership structures, including foreign, institutional, and family ownership, show varied impacts on sustainability reporting across developed, developing, and mixed-economy countries. For instance, foreign ownership often drives transparency in developing nations due to external pressures, while governmental ownership exhibits mixed effects depending on regulatory and market dynamics. Similarly, board characteristics like gender diversity, independence, and the presence of sustainability committees significantly influence the quality of sustainability disclosures. These relationships, however, are subject to regional governance maturity and cultural norms. The study highlights the dominance of quantitative methodologies in existing literature, with limited exploration of mixed-method approaches. Findings also reveal that inconsistencies in results are rooted in differences in regulatory environments, market pressures, and cultural expectations. Developed nations exhibit greater adherence to stringent sustainability standards, while developing countries face challenges in harmonizing local priorities with global frameworks. By addressing these inconsistencies, this research contributes to advancing the understanding of ownership and governance dynamics in sustainability reporting. It also underscores the need for globally harmonized reporting standards to ensure consistent, high-quality sustainability practices.

What works for whom in which circumstances in successful HRM implementation? A realist synthesis

High-quality HR practices do not always yield positive outcomes due to implementation shortcomings, which has led to the shift in focus from the content of HR practices to their process of implementation. Despite this shift, there remains a lack of systematic understanding of how and why implementation of HR practices succeeds or fails. To address this gap, a comprehensive review of effective implementation mechanisms, influencing contextual factors, and resulting outcomes is needed. Consequently, this study adopts a realist synthesis approach following the RAMESES publication standards to identify and synthesise existing evidence from empirical studies of HRM implementation. Reviewing 62 articles, we extracted and proposed four realist programme theories based on the process mechanisms attributed to actors of line managers, employees, senior managers, and HR departments. These realist programme theories explain how the process mechanisms bring about different outcomes in different contexts, hence, they enhance the understanding of ‘what works for whom in which circumstances?’ regarding HRM implementation.

The support of autonomy, motivation, and music practice in university music students: A self-determination theory perspective

Practice may be the single most important activity that musicians can use to improve their performance. Yet practice requires significant effort and can sometimes feel difficult or unenjoyable. For this reason, substantial motivational resources are required to sustain consistent, high-quality practice over long periods. In this study, we used self-determination theory to study the kinds of motivation that predict practice behavior and the potential influence that teachers might have on their students’ behaviors. A total of 213 university music students in the United Kingdom and Canada completed measures of practice time, practice quality, motivation, and their teacher’s teaching style. Hypothesized relationships between these variables were examined using structural equation modeling. Results supported the process model in which teacher autonomy supported predicted autonomous motivation, which in turn predicted practice time and practice quality. Teacher control predicted controlled motivation, but controlled motivation was not predictive of practice time or practice quality. Indirect effects suggested that motivation fully mediates the link between teaching style and practice behavior. The findings add clarity to research aiming to understand the kinds of social environments that lead students to develop forms of motivation that enable them to practice in a way that is enjoyable and productive.

Developing international scope and standards for high-quality home-based nursing practice.

The scope and standards of professional nursing practice define and guide high-quality nursing care. This article describes the collaboration between the International Home Care Nurses Organization and the American Nurses Association to develop evidence-based scope and standards of practice relevant to home-based nursing around the world.

A Study of The Identity Process of Novice Teachers and Their Professional Adaptation

The aim of this study is to explore the identity process of novice teachers at the beginning of their careers and their professional adaptation, and to analyse the challenges they face and their strategies for solving them. The study begins by reviewing the theoretical foundations of identity and highlights the complexity of novice teachers' identity processes in the early stages of their careers. Then, it examined the major challenges faced by novice teachers in their professional adaptation, including teaching management, workload and emotional adjustment, and explored the interaction between identity and professional adaptability. It was found that teacher education and practice, social support, and personal factors had significant effects on novice teachers' career adjustment and identity. Specifically, high-quality teacher training and practice, effective campus support systems, and positive personal reflection and career development planning can significantly enhance novice teachers' career adjustment and identity. The study concludes with strategies for optimising teacher training and continuing education, building campus support systems and promoting novice teachers' self-reflection, and points to directions for future research, including an in-depth exploration of novice teachers' adaptability in different educational settings, the effectiveness of support mechanisms and the impact of technology on teaching and learning. The findings provide useful guidance for educational practice and lay the foundation for further research.

From classroom to collaboration: how pre-graduation interprofessional learning shapes health professional graduates’ interactions in practice

ABSTRACT Interprofessional education (IPE) aims to prepare health professional students with the knowledge, attitudes and skills required for collaborative healthcare practice. Although positive outcomes have been documented at the completion of university-based IPE experiences, or longitudinally across health care degrees, the literature is unclear on how university-based IPE influences graduate practice. This study therefore explores how health professional graduates experience interprofessional interactions in practice and how these may be connected to their university-based IPE experiences. Interviews with seven health professional graduates who had participated in an 11-week IPE course as part of their pre-licensure degrees were analyzed using interpretative phenomenological analysis. The participants were able to articulate instances of effective and less effective collaboration from their professional experiences, making sense of these experiences with explicit reference to the themes of role understanding, collaborative working relationships, interprofessional communication, patient-centered care and contextual influences; all ideas introduced in their university-based IPE. They connected their understanding of roles, collaborative working relationships and interprofessional communication explicitly to their prior university-based IPE, identifying these learnings as foundational knowledge. This connection was not as explicit for patient-centered care and contextual issues. These findings highlight the critical importance of IPE in preparing health professionals for high-quality contemporary practice.

The implementation of a "safety officer" program: an innovative approach to improve infection prevention and control practices in Ethiopia.

Effective infection prevention and control (IPC) was central to keeping healthcare workers (HCWs) safe during the COVID-19 pandemic. However, as the pandemic continued, the maintenance of high-quality IPC practices waned, placing HCWs at increased risk of infection. A COVID-19 Safety Officer (SO) program was piloted by the United States Agency for International Development (USAID)-funded Reaching Impact, Saturation and Epidemic Control (RISE) project across two health facilities in Ethiopia, which trained clinical and non-clinical HCWs on IPC protocols to promote safe practices in patient care areas. We sought to evaluate the implementation and effectiveness of the SO program in improving IPC practices within the clinical setting. This is a post-implementation evaluation of the SO program, implemented in two hospitals in Ethiopia between May 2022 and December 2022. Participants completed a 4-day course on COVID-19 epidemiology, IPC, safety communication, and learning theory as a part of the Training of Trainers component (n = 23), and were posted in clinical wards to provide staff training and support to maintain IPC protocols. The program was evaluated at 6 months using the Reach, Effectiveness, Adoption, Implementation, and Maintenance (RE-AIM) framework. Effectiveness was measured using direct observation of IPC practices across intervention sites. Implementation outcomes were measured using surveys and qualitative interviews to capture training cascade, knowledge, comfort, acceptability, and maintenance. Participants were able to cascade training to an additional 167 clinical (67.6%) and 80 non-clinical (32.3%) staff across both sites. Direct observation of clinical staff at 6 months showed that 95% (59/62) wore at least a surgical mask with patients and were compliant with masking and/or distancing protocol. Clinical interviews revealed that SOs contributed to increased perceived comfort with screening and isolation procedures and environmental cleaning procedures. The SO training program was widely adopted, and effective in improving the implementation and comfort of maintaining IPC practices in clinical settings.

New Pipeline for Analysing Fruit Proteolytic Products Used as Digestive Health Nutraceuticals

Proteolytic products are extensively used in the nutraceutical sector to improve protein digestion and muscle quality in target populations (e.g., athletes or elderly). These products are processed using techniques that often lead to low purity but competitive pricing. Despite their widespread use and well-established production methods, the industry lacks standardized analytical methods for assessing these products and detecting potential fraud. This study proposes a comprehensive and harmonized pipeline for their analysis, which includes quantifying total soluble protein and proteolytic activity, as well as the determination of product stability and protein profile using SDS-PAGE and proteomic techniques. Despite the fact that protease extracts from pineapple had the highest protein content, most of the bromelain remained inactive, unlike in kiwi and papaya. SDS-PAGE revealed partial protein degradation of pineapple extracts, whereas kiwi extracts reflected a lower purification level but a higher protein integrity. The application of proteomic approaches strengthened the identification and origin tracing of the proteases. This study contributes to the development of a robust framework for analyzing proteolytic extracts, spanning from soluble protein quantification to protein profiling and activity determination. It may also ensure reliable supplier selection, high-quality manufacturing practices, and the implementation of optimal storage and formulation strategies in the nutraceutical industry.

Improvements in Clinical Cancer Care Associated with Integration of Personalized Medicine.

While adoption of personalized medicine (PM) continues to increase in clinical oncology, there is limited data connecting the level of PM adoption at a given institution to improved clinical outcomes for patients. The purpose of this study was to analyze the correlation between health care providers' scores on a previously described PM integration framework and two outcome measures: the use of targeted therapy and clinical trial enrollment. This study was conducted using real-world data (RWD) from the Syapse® Learning Health Network (LHN). The PM integration score for six community hospital systems in the LHN was calculated and subsequently correlated with the two outcome measures. Across six institutions, a strong correlation between PM integration score and targeted therapy use was observed in metastatic non-small cell lung cancer (mNSCLC) (R2 = 0.81), an indication with a significant number of approved targeted agents. Conversely, a strong correlation between PM integration score and clinical trial enrollment was observed in metastatic triple-negative breast cancer (TNBC) (R2 = 0.63), an indication with fewer marketed targeted therapies but an active targeted therapy pipeline. The results in these cases suggest that PM integration is a strong indicator of high-quality care practices for both utilization of targeted therapy in more mature PM indications (e.g., mNSCLC) and clinical trial enrollment in more emerging PM indications (e.g., TNBC).

Quality of Advance Care Planning in Long-Term Care and Transfers to Hospital at the End Of Life

ObjectivesOur primary objective was to determine if more comprehensive advance care planning (ACP) documentation was associated with fewer transfers to hospital in the last year of life. Our secondary objective was to determine the impact of ACP processes and practices on hospital transfers in the last year of life. DesignRetrospective cohort study. Setting and ParticipantsLong-term care (LTC) residents in Ontario, Canada, 65 years and older who died between January 1, 2017, and May 30, 2018, and resided in a participating LTC home. MethodsWe administered a survey to directors of care at LTC homes inquiring about ACP practices. Our exposure of interest was living in a home with comprehensive ACP documentation that includes information beyond preferences for cardiopulmonary resuscitation and hospital transfer. Our primary outcome was the number of transfers to hospital in the last year of life. We fit negative binomial regression models to determine the independent effect of comprehensive ACP and other indicators of ACP quality. ResultsA total of 157 LTC homes with 6637 decedent residents were included in our study; 2942 lived in homes with comprehensive ACP documentation and 3695 had non-comprehensive ACP documents. Comprehensive documentation was not associated with fewer hospital transfers in the final year of life [incidence rat ratio (IRR), 1.00; 95% CI, 0.91–1.09]. ACP documentation update frequency, availability of ACP documents in the electronic medical record, referring to ACP documents during a health crisis, inclusion of resident values in ACP documents, and involvement of a multidisciplinary team were all associated with fewer transfers to hospital during follow-up in the last year of life. Conclusions and ImplicationsACP documents that contain information beyond preferences for cardiopulmonary resuscitation and hospital transfer had no association with transfers to hospital, but high-quality ACP practices and processes were associated with fewer transfers.

561. COMMONALITY AND VARIATION IN PERIOPERATIVE ESOPHAGEAL CANCER MANAGEMENT IN HIGH VOLUME EUROPEAN CENTERS

Abstract Background Esophageal cancer is a leading cause of cancer related death worldwide. For patients with locally advanced, non-metastatic, esophageal cancer (EC), surgical resection remains an essential pillar. The multitude of surgical options have driven innovation, however, lack standardization and at times high-quality data-driven practices. A surgeon-level in-depth interview and questionnaire was created to understand the perioperative care pathways and intraoperative techniques used by high-volume European EC centres to gain insight into commonality and variation of current practice. Methods Eight (8) expert upper gastrointestinal surgeons were invited to participate in an in-depth interview and questionnaire. The focus included preoperative care pathways for esophageal adenocarcinoma of the distal esophagus/GE junction, technical aspects of esophageal resection (Ivor-Lewis) and postoperative pathways. The involvement of allied health, dedicated research programs, multidisciplinary cancer conference (MCC), follow up protocols and management of T4b EC was also assessed. Results The response rate was 100% (8/8). Majority of respondents indicated a country-level regionalization of EC care. The number of centres performing esophageal resection varied from 4 – >100. Average number of esophagectomies/year ranged from 60-150. All centres presented EC patients at MCC, had dedicated research programs, and participated in National and International EC databases. Chemoradiotherapy was the predominate neoadjuvant treatment for GEJ cancers. Pretreatment clinical staging varied, with all centres having different, but pre-defined, preoperative and postoperative pathways. Intraoperative techniques including conduit preparation, feeding tube use, pyloric intervention, thoracic duct ligation and anastomotic technique varied substantially. There was no consensus regarding follow up or management of T4b EC. Conclusion The perioperative pathways and technical aspects of esophageal resection shared some commonalities however also differed substantially across high-volume EC centres in Europe. Multicenter, pragmatic randomized controlled trials (RCTs) are needed to better delineate which techniques should be included as standard of care, and which should be abandoned.

Increasing the odds for success: Applying evidence-based professional learning to foster self-regulation and executive functioning in preschool classrooms

Higher educator qualifications and training are associated with more positive child outcomes. For in-service educators, professional learning (PL) is promotive of high-quality pedagogical practices. Yet rarely is PL efficacy evaluated. This paper elucidates the principles underpinning a PL program for in-service preschool educators that generated educator-level practice change and child-level self-regulation and executive function improvement. Grounded in contemporary research on characteristics for effective PL, expected mechanisms of change are articulated in relation to the design and implementation of PL programs. Mechanisms included: presenting credible information from high-quality evidence and sources; managing educators’ cognitive load; modelling new learning within the specific educational context; and encouraging self-monitoring. This paper details how the PL program leverages these mechanisms, in alignment with recognised characteristics for effective PL. Through this mapping, this paper provides an example of the potential of PL to foster a positive shift in educator practices.

An Expert System on Flimsy Foundations: Teaching Expertise and the Early Career Framework

ABSTRACT The paper seeks to identify how teacher expertise is implicitly and explicitly conceptualised in current English education policy in respect of the professional development of teachers. We focus specifically on conceptualisations of expertise in the Early Career Framework (ECF), both in terms of the policy documentation produced by the Department for Education and in terms of a selection of publicly available materials produced by the lead providers of the ECF. We aim to locate these conceptualisations in terms of broader sociological and philosophical debates about the nature of expertise and its relationship to professional work, in addition to recent research on the policy context of teacher education and professional development in England. Our analysis reveals the inappropriacy of ‘expert systems’ approaches to expertise in educational contexts, the underlying assumptions embedded in policy in terms of what constitutes high-quality teaching practice and the insufficiency of relying on an appointed advisory group and organisations preferred by government for identifying and iterating criteria for expertise.

CLINICAL PSYCHOLOGY IN THE EU: A COMPARATIVE ANALYSIS OF BEST PRACTICES

Clinical psychology plays a vital role in promoting mental health and well-being across the European Union (EU). With diverse cultural, social, and systemic contexts, understanding the best practices in clinical psychology is crucial for improving mental health care services. This article provides a comprehensive comparative analysis of clinical psychology practices across various EU member states, highlighting effective methodologies, training standards, and systemic frameworks. The primary aim of this article is to explore and evaluate the therapeutic approaches, training and professional development standards, and systemic frameworks utilized in clinical psychology across different EU countries. By identifying and comparing these practices, the article seeks to highlight the most effective methods and propose recommendations for enhancing mental health care in the region. The study employs a mixed-methods approach, including a thorough literature review, structured surveys, and semi-structured interviews with clinical psychologists, policymakers, and experts from various EU member states. Additionally, case studies from selected countries provide detailed insights into practical applications and outcomes. Quantitative data is analyzed using statistical methods, while qualitative data is interpreted through thematic analysis. The analysis reveals significant variation in therapeutic approaches, with the UK and Germany emphasizing evidence-based practices such as Cognitive Behavioral Therapy (CBT), while Sweden focuses on preventive strategies and public health integration. Training and professional development standards are most rigorous in Germany and the UK, ensuring high-quality practice. The Netherlands and Italy showcase the benefits of innovative and community-based care models. Overall, countries with robust mental health policies and integrated care systems tend to achieve better clinical outcomes. The findings underscore the importance of adopting evidence-based practices, enhancing training standards, and fostering therapeutic diversity to address complex mental health issues. Cross-border collaboration and knowledge exchange among EU member states can further refine and harmonize clinical psychology practices.

Norwegian ECEC teachers’ play practices with children aged 2-3 years

ABSTRACT The present study investigated early childhood education and care (ECEC) teachers’ practices when they were engaged in play with children aged 2 to 3 years old. Both in a Norwegian context and internationally the number of younger children in ECEC is increasing, and there is a need for knowledge about what characterizes high-quality teacher practices at play. Eighteen Norwegian teachers were filmed interacting with small groups of two to five children (a total of 54 children, mean age 35 months; range 28–41). The video data (18 play situations; total = 4 hours) were transcribed and analyzed using the theoretical framework of intersubjective space, emphasizing the sematic, material, and social dimensions of the interactions between the teachers and children. The results revealed three main characteristics of teachers’ play practices: creating connections in play, expanding play, and regulating play. Although these characteristics were present in many observations, our analysis revealed variations between the teachers in terms of creating connections, expanding, and regulating. These variations can be decisive for play to continue, develop, or end. In addition, teachers’ practices appear to be crucial for some children to be included in play.

Relationship between research activity and the performance of English general practices: cross-sectional and longitudinal analyses.

Research activity usually improves outcomes by being translated into practice; however, there is developing evidence that research activity itself may improve the overall performance of healthcare organisations. Evidence that these relationships represent a causal impact of research activity is, however, less clear. Additionally, the bulk of the existing evidence relates to hospital settings, and it is not known if those relationships would also be found in general practice, where most patient contacts occur. To test 1) whether there are significant relationships between research activity in general practice and organisational performance; and 2) whether those relationships are plausibly causal. National data were analysed between 2008 and 2019, using cross-sectional and longitudinal analyses on general practices in England. Cross-sectional, panel, and instrumental variable analyses were employed to explore relationships between research activity (including measures from the National Institute for Health and Care Research Clinical Research Network and the Royal College of General Practitioners) and practice performance (including clinical quality of care, patient-reported experience of care, prescribing quality, and hospital admissions). In cross-sectional analyses, different measures of research activity were positively associated with several measures of practice performance, but most consistently with clinical quality of care and accident and emergency attendances. The associations were generally modest in magnitude; however, longitudinal analyses did not support a reliable causal relationship. Similar to findings from hospital settings, research activity in general practice is associated with practice performance. There is less evidence that research is causing those improvements, although this may reflect the limited level of research activity in most practices. No negative impacts were identified, suggesting that research activity is a potential marker of quality and something that high-quality practices can deliver alongside their core responsibilities.

Community-Working Occupational Therapists’ Involvement in Research and Development Projects in Norway

The aim of this study was to explore community-working occupational therapists’ involvement in research and development projects. A cross-sectional survey of occupational therapists working in community-based services in Norway (n = 617) was conducted. In all, 117 of the 617 participants responded that they were involved in research and development projects. Greater likelihood of participation in research and development work were found for occupational therapists who had completed further education. Current and prioritized research topics were professional development and the development of interprofessional and professional service designs for occupational therapy. Service and quality development, rehabilitation and technology were areas where more knowledge was considered needed. To increase the growth and success of occupational therapy research and development, it is important that more occupational therapists in the municipality continue to complete further education. High-quality occupational therapy practice should be based on research and development projects in the municipalities.

Designing Holistic and Multivoiced Online Learning: Higher Education Actors’ Pedagogical Decisions and Perspectives

Higher education has witnessed continuous growth in online learning, further catalysed by the COVID-19 pandemic. Moving forward, it is important to transition from remote teaching to sustainable, high-quality and mature online learning practices for impactful student learning. This paper presents the findings of a qualitative multiple case study research that investigated the pedagogical decisions and rationales of educators and digital learning professionals in deliberately designed online learning contexts. Data were collected through 31 interviews, observations and documents from seven interdisciplinary design teams across six UK universities over an extended period. Three themes were constructed to convey key research insights including: (1) embracing a multi-level view of student learning journeys, (2) embedding multiple and diverse ‘voices’ and (3) creating a complex web of social learning opportunities and ‘spaces’. The findings from this study offer a revitalised understanding of pedagogies suggesting holistic and multivoiced approaches to online learning. Findings pointed to the need for narrative-based approaches to online learning design, attention to purposeful hybrid learning spaces and an expansive view of educators’ role. The insights presented in this paper can be enlightening for educators, teaching teams, digital learning teams, academic developers, researchers and university leadership, opening up dialogue and new directions for online learning practices and research.

Development and Validation of the Interprofessional Collaboration Practice Competency Scale (IPCPCS) for Clinical Nurses.

Interprofessional collaborative practice is a core competency and is the key to strengthening health practice systems in order to deliver safe and high-quality nursing practice. However, there is no Interprofessional Collaboration Practice Competency Scale (IPCPCS) for clinical nurses in Taiwan. Therefore, the purposes of this study were to develop an IPCPCS and to verify its reliability and validity. This was a psychometric study with a cross-sectional survey using convenience sampling to recruit nurses from the seven hospitals of a medical foundation. A self-designed structured IPCPCS was rolled out via a Google survey. The data were analyzed using descriptive statistics, principal-axis factoring (PAF) with Promax rotation, Pearson correlation, reliability analysis, and one-way ANOVA. PAF analysis found that three factors could explain 77.76% of cumulative variance. These were collaborative leadership and interprofessional conflict resolution, interprofessional communication and team functioning, and role clarification and client-centered care. The internal consistency of the three factors (Cronbach's α) was between 0.970 to 0.978, and the Pearson correlation coefficients were between 0.814 to 0.883. Significant differences were presented in the IPCPCS score by age, education level, total years of work experience, position on the nursing clinical ladder, and participation in interprofessional education. In conclusion, the three factors used in the IPCPCS have good reliability and construct validity. This scale can be used as an evaluation tool of in-service interprofessional education courses for clinical nurses.

Qualitative research in science education: A literature review of current publications

This study analyzed articles from the last four years regarding how science education research is framed and discussed as qualitative research. The research question that guided this study was: <i>To what extent do qualitative secondary science teaching research publications reflect high-quality practices found in mainstream methodological texts? </i>The researchers utilized a systematic literature review methodology by (1) creating search terms based on the research question; (2) choosing relevant databases in which to search; (3) conducting the search and gathering articles; and (4) selecting articles based on inclusion criteria. The researchers chose “secondary education” and “science teaching” as search terms relevant to this study. Articles included in the review were peer-reviewed for credibility, available free online as full-text for accessibility, and available in English, which is the authors’ first language. The researchers conducted three levels of screening on the full collection of articles–title, abstract, then methods, to efficiently narrow the large sample of qualitative science education research articles to a manageable and characteristic selection. The findings include that few articles addressed science teaching and learning with deep qualitative engagement. Some articles claimed to use specific qualitative methodologies without adequately expressing aspects of those methodologies, which lend support to the credibility, transferability, dependability, or confirmability of the articles such as the researchers’ subjectivity or member-checking. Those studies that did are indeed diamonds in the ruff.